Focus on Education Individual Schools vs. Schools Systems

We constantly speak about changing the school system, yet despite all the money we pour into it, little change is effectuated. But in this same system somehow one or two schools rise above the others and stand out as models of what should and can be.

The secret can be found in the principal and teachers involved. In these rare model schools, the principal understands his function and the system’s complexity. He looks beyond the shuffling of reports required and instead sees a sea of eager and bright faces eagerly waiting to be taught.

With confidence, he reaches out to his staff and begins to create an aura of synergy. Continuously and laboriously, he lays out his plans to the teachers. All the while he urges them to add their input to his plans to achieve the one goal- high achievement in the education of students.

This principal acts as a role model to his staff by his exemplary attitude. He allows the staff to feel an integral part of the team. Acting upon their needs, he strives to get the necessary supplies and support for their programs. He visits their classrooms to watch the them teach and later discusses with each one what he has observed. He encourages the teachers to reach out and improve themselves thereby remaining fresh and innovative in the classroom.

The outstanding principal accepts responsibility for building an instructional team and is willing to be held accountable for all aspects of his school’s performance. The smart principal builds a team of teachers with whom to share the responsibility. He will oftentimes convey authority to the teachers thereby instilling a deeper sense of participation in the whole process of educating a child.

The teachers, functioning under this principal, sense the professionalism that teaching requires and pride that accompanies it. Being allowed control and planning of their work, they feel motivated thereby seek resources for further professional development and opportunities to advance. Given this sense of responsibility and authority, they remain invigorated which is reflected in their attitude in the classroom. Simply put — they remain excited about teaching!

Realizing that synergy needs constant reinforcement, the teachers seek each other out and discuss what each does in the classroom. As time permits they observe each other’s teaching to learn better techniques. This is similar to any professional who goes to watch other professionals perform whether in sports, acting, or any other activity.

Students are included in the scheme of the process and are made to feel that they are the reason for the school operating. Learning is focused and no student is overlooked.

Parents are made to feel welcome in the school and sought out for their advice and assessment of the total school operation. The school painstakingly builds a line of communication in which parents feel important in the process.

Systems require meetings, reports, votes, and so on, prior to making a decision which may take months, even years. The process also allows for any responsible party in a system to hide behind the system in the event of a failure. But individuals have the ability to make quick decisions and are willing to assume responsibility. The individual is more spontaneous and willing to take chances. Basically, individuals think while systems do not.

The outstanding school has learned how to cut to the bone deeply and wisely the bureaucracy that engulfs other schools in the system. Systems are necessary, but any school can